The purpose of this paper is to compare the effects of paper-based and computer-based concept mappings on computer hardware achievement, computer anxiety and computer attitude of the eight grade secondary school students. The students were randomly allocated to three groups and were given instruction on computer hardware. The teaching methods used for each group were the conventional method, paper-based concept mapping and computerbased concept mapping. At the end of a 4-week instruction, posttests were administered to assess computer hardware achievement, computer anxiety and computer attitude of the students. The findings indicate that paper-based and computer-based concept mapping strategies produce better results than the conventional method. However, the effects of paper-based and computerbased concept mapping strategies were not significantly different.

The purpose of this study is to compare the effects of computer assisted projectbased instruction on learners' achievement in a science and technology course, in a computer course and in portfolio development. With this aim in mind, a quasiexperimental design was used and a sample of 70 seventh grade secondary school students from Org. Eşref Bitlis Primary School in Istanbul was selected. The students were randomly assigned to one of the two groups: the control group and experimental group. Instruction to control group was provided by the traditional project-based learning approach, to the experimental group was provided computer assisted project-based learning approach. Both groups were given instruction on the topic of Our Living Conditions in the syllabus of 7th grade Science and Technology course. During the five-week instruction, experimental group was required to prepare the projects with using computer assisted project-based method, while control group used traditional project-based method. At the end of the study, the findings revealed that science and technology and portfolio assessment scores of the experimental group were significantly higher than that of the control group. This result indicates that the learning gains are higher when instruction is provided by computer assisted project-based instruction than by the traditional method.

This paper investigates the experimental studies which test the effectiveness of the concept mapping instructional strategy compared to the traditional teaching method. Meta-analysis was used to calculate the effect size of the concept mapping strategy on academic success. Therefore, the analysis includes experimental studies conducted in Turkey between 2000 and 2015 which compare the concept mapping instructional strategy and the traditional method. 216 master's and doctoral theses and 114 articles were found on the topic. Among these, 73 studies were selected which met the inclusion criteria. These were then combined through meta-analysis. At the end of the study, the concept mapping instructional strategy has been determined to have a significantly positive effect on the Turkish students' academic success (ES=1,119; p<0,05). Considering the population of Turkey, the findings indicate that the effect of concept mapping instructional strategy in terms of academic success was higher than traditional method.

In this age of rapidly developing science and technology and with all the ease of access to information regardless of time and location, it is an indispensable component of every country's educational policy to educate individuals who can think, defend their ideas and make innovations. The purpose of this research is to determine the effect of the argumentation method on the students' academic achievement. To achieve this purposes, Meta-analysis, also known as the analysis of other analyses, is employed in this study. All the experimental studies in Turkey have been reviewed and examined by means of national and international electronic database searching for this research, and 25 of them have been found to meet our criteria so that we could examine them through meta-analysis. As a result of these analyses, calculated effect size is found to be large. Consequently, the argumentation method has been determined to have a significantly positive effect on the academic achievement (ES=0,997; p<0,05). Considering the population of Turkey, this result indicates that the argumentation method proves itself to be more effective on students' academic achievement than the traditional education.

The last decade witnessed the improvement of strong compression technics over audio-visual data and the development of world wide communications of information. These innovations gave birth to unforeseen requirements like storing these information, indexing and retrieving them for subsequent usages. Standarization of compression of multimedia contents is rapidly accepted as a need for encoding/decoding audio-visual data regardless of machine and environment. However standardization for indexing these materials still remains a puzzle which disables browsing audio-visual data regardless of machine and environment. MPEG-7 standardisation group aims to create the standard syntax to access to multimedia content. This paper puts forward a next step, the extraction of user preferences and matching them with MPEG-7 coded media content for quick and smart browsing.